Student Learning Goals (Target and Professional)

At the completion of session, student/s will be able to

Type of Learning

(Life-long Learning Processes)

Nested Learning Objectives

(What Must My Students Be Able To Do To Achieve Each Learning Goal?)

At the completion of session, student/s will be able to

Type of Learning

(Cognitive, Psychomotor, Affective)

1. The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms.

Information processing: Students will gather their genetic information by flipping a coin; one representing a male, the other representing a female. The head side is the dominant gene, while the tail side is the recessive gene.

1. Make predictions about possible outcomes of various genetic combinations of inherited characteristics.

Psychomotor – Guided response, Mechanism

Cognitive – Comprehension, Knowledge, Analysis, Synthesis

2. Demonstrate an understanding of the organization of living systems.

2. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems.

Habit of Mind – Open “Draw” tools, saving shape in designated folder.

Complex Thinking – Identify shapes representing features/characteristics of “Smiley Face.”

Information Processing – Apply element and observe formation of “Smiley Face.”

1. Differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications.

Psychomotor – Manipulation

Cognitive – Application, Synthesis

2. Integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphics from paint or draw programs.

Professional Learning Goals

Type of Learning

(Life-long Learning Processes)

Nested Learning Objectives

Type of Learning

(Cognitive, Psychomotor, Affective)

1. Apply strategies that meet the needs of the diverse learners in the class.

Complex Thinking

Communication

1. To work through issues involving learning disabled students and GT kids, and

Cognitive

Affective

Psychomotor

2. To insure the highest degree of learning effectiveness.

2. Design methods to assess students’ understanding of genetics and computer-based productivity tools.

Effective Communication Collaboration

1. Design a variety of ways that target different learning styles.

Complex Thinking

Psychomotor

2. Communicate expectations effectively in order to broaden students’ understanding of objectives of the lesson.

Psychomotor

Cognitive

3. To improve classroom management strategies while working with a variety of skills of individuals.

Effective Communication Collaboration

1. To incorporate peer teaching.

Psychomotor
Cognitive

2. To pace lesson effectively throughout time period.

Psychomotor

Cognitive

4. To create a working relationship with my mentee assuring technology integration in all phases of her lessons designed for her Science classes.

Effective Communication

Collaboration

1. To discuss and come up with ideas involving lessons while creating a relationship of trust and interdependence.

Psychomotor – Perception, set, and adaptation.

Cognitive – Application and synthesis.

2. To work as a team, cross curriculum understanding to assist in lesson creation. Discuss any issues that might come up, i.e. classroom management, and to create strategies that will challenge the students.

5. To gauge my mentee’s attitude, enthusiasm, and desire through growth in incorporating more technology into her classroom.

Information Processing

1. Enhance more lessons by using technology skills.

Psychomotor - Generation

Cognitive – Analysis, Synthesis

2. By meeting often and analyzing past lessons in order to improve upon them for the future.